Keyword: «self-regulated learning»

Today one of the priority directions of education development is its digitalization, the main goal of which is to improve the quality of education. Various digital resources are offered to complement traditional learning tools. When choosing them, each educational institution, as well as a teacher, should not only intelligently include resources in the educational process, transform methods, technologies, teaching methods, but also be guided by their facilities to meet the requirements of the federal state educational standard of basic general education, both to subject results and to meta-subject ones, in particular, to regulatory universal learning actions. The article is devoted to the issue of studying the opportunities of using online services for the formation of regulatory universal learning actions among students of grades 7–9. Based on the experience of Russian teachers, within the framework of this article, the online service "YaKlass" was selected, which is one of the most promising educational resources not only in Russia, but also abroad. It is intended for students learning all basic school subjects. The purpose of the article is to study the opportunities of using the online service "YaKlass" for the formation of regulatory universal learning actions among students of grades 7–9 and test them in educational practice. The research methodology is based on system-activity, personality-oriented and digital approaches to teaching, analysis of scientific publications and innovative experience on the specified problem. The results of the study highlight the main facilities of the online service "YaKlass" for the formation of all components of regulatory universal learning actions, describe the experience of the author and other teachers, provide some empirical data on the use of the resource in an educational institution. Summarizing the experience of foreign and domestic researchers in the implementation of digital technologies in the educational process in order to form students' regulatory skills add to the theoretical significance of the study. The article may be of interest to teachers, students of pedagogical universities, methodologists who study digital tools for the formation of regulatory universal learning actions among students.

In the context of the digital transformation of higher education, the strengthening of competency-based education and increasing demands on student agency, the problem of continuity of classroom and extracurricular work has become a psychodidactic and organizational-pedagogical challenge for university education. The fragmented connection between classes and independent activities leads to didactic discontinuity, weakening of the logic of increasing complexity of actions, a decrease in motivational and regulatory stability, and a reduction of extracurricular activity to the formal completion of assignments. The purpose of this article is to theoretically substantiate a model of continuity of students' classroom and extracurricular work at a university as a multi-level pedagogical construct that ensures the continuity of the educational process, the development of academic autonomy, and the transformation of externally organized activities into self-regulated, professionally oriented learning. The research methodology is based on the systemic, systemic activity-oriented, competence, personality-oriented and environmental approaches; the analysis and synthesis of literature, comparative-contrastive, structural-functional and conceptual-categorical analysis, as well as pedagogical modeling were used. As a result of the study, the concept of continuity as an integrative property of the educational process was clarified; its levels and principles of construction were determined; a structural and functional model was developed, including target, content-semantic, organizational-activity, motivational-regulatory, reflective-evaluative and result blocks; the mechanisms of its implementation were identified – a through task, a step-by-step removal of pedagogical support, reflective-evaluative recursion, environmental mediation and professional-contextual problematization; The pedagogical conditions for the model's effectiveness are systematized: criterion transparency, course architecture, increased independence, meaningful feedback, variability of extracurricular activities, and the return of the results of independent activity to the classroom discussion space. The theoretical significance of the article lies in the integration of concepts of self-regulation, engagement, formative assessment, and environmental organization of learning into a holistic model of continuity. The practical significance of the study is determined by the possibility of using the proposed model in the design of academic disciplines, modular courses, electronic resources, project-based and research-based work.